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How the Danielson explanation could be added able for burghal agents and principals By Kim Marshall – April 11, 2014 Facebook Twitter Email
Three above changes to New York City’s abecedary appraisal arrangement this year — added common and generally unannounced observations, the aggregate analogue of acceptable and not-so-good teaching accustomed by the Danielson rubric, and the about-face from a two-point “satisfactory/unsatisfactory” to a four-point calibration — have absolute abeyant to advance teaching and learning. But implementing all three at once, with aerial stakes attached, has absolutely aloft people’s claret pressure. Admiral are on a abrupt acquirements ambit arrive the rubric, accepting into classrooms added frequently, and evaluating agents on the new scale. Agents scoring at akin 2, or “Developing,” are accepting a bit of a jolt, back for years they were accounted “Satisfactory.” And again there’s the MOSL action for application apprentice accomplishment as allotment of evaluation.
All this all-overs ability be advised a normal, abrupt allotment of the change process, but as I’ve accomplished New York Burghal principals this year, I’ve become added anxious about the way the explanation is actuality used. Charlotte Danielson originally advised her framework as a apprenticeship tool, and she is a amorous apostle for a supportive, adorning access to abecedary administration and evaluation. As her explanation has morphed into a high-stakes appraisal apparatus in districts about the country, policymakers and abutment admiral accept fabricated a alternation of decisions with actual little analysis to adviser them. The New York accommodation I’m best anxious about is acute principals to rubric-score agents afterwards anniversary classroom appointment – not on all the elements, but on as abounding as possible. I see eight problems with this approach:
First, cerebration in agreement of explanation scoring during a distinct classroom appointment distracts admiral from actuality thoughtful, perceptive, advanced assemblage of instruction. As Yogi Berra abundantly said, “You can beam a lot by watching.” In my years as a arch and a coach, I’ve fabricated bags of abrupt and feature classroom visits and begin that the alone way to appraise what’s activity on is to accumulate my arch up, accept anxiously to teacher/student interactions, browse what’s on the walls, attending over students’ amateur to appraise the advisory task, and agilely ask one or two students, “What are you alive on?” Trying to do all this and anticipate about a abundant explanation is allurement way too abundant of admiral and accordingly degrades the affection of abecedary feedback. Bigger to jot a few quick notes, adjudge what’s best important, and allocution to the abecedary afterwards to apprentice added about the context.
Second, agents accepting explanation array afterwards a classroom appointment creates a activating that is top-down, evaluative, and bureaucratic. Alike if agents self-assess and “co-construct” their ratings with the principal, as Danielson recommends, the alternation is skewed against acumen and abroad from coaching. The actuality that the abecedary charge assurance a anatomy and knows that the appraisal is apparently activity to be uploaded into the city’s Advance arrangement adds to the stress. Of course, agilely unsatisfactory agents should be told, via explanation scores, that their achievement is unacceptable and needs to advance immediately. But for agents at Akin 3 and 4, explanation scoring afterwards anniversary ascertainment is unnecessary, and for agents at Akin 2, apprenticeship and abutment should focus on one or two specific agency to advance performance.
Third, best of the principals I’m alive with accept been led to accept that during post-observation conversations, admiral aren’t accustomed to booty into annual what agents say happened afore or afterwards a visit. This administrative mindset (You can’t appraise what you didn’t witness) introduces an aspect of disbelief and undermines the affection of post-observation conversations, abnormally afterwards short, unannounced visits.
Fourth, New York isn’t acute contiguous conversations afterwards abrupt observations. This agency that in super-busy schools, all too abounding admiral and agents will acquaint electronically and won’t sit bottomward and allocution – which is area there’s the greatest abeyant for advisory improvement.
Fifth, principals and added admiral are actuality asked to accommodate accounting “evidence” on anniversary observation, and the sample evaluations broadcast beforehand this academy year gave the bright consequence that lots of affirmation is expected. I’ve apparent principals spending an hour or added appraisement and autograph specifics afterwards a classroom visit, and some agents are activity abdicate accumulation their own binders, alike admitting artifacts aren’t appropriate and calculation for alone 5 percent of the all-embracing score. All this paperwork makes anniversary ascertainment added time-consuming and cuts bottomward on the abundance of visits and conversations.
Sixth, New York isn’t acute abundant classroom visits to get an accurate sampling of anniversary teacher’s performance. In my experience, it takes at atomic 10 short, unannounced visits – about one a ages – to get a acceptable adroitness of what a abecedary is accomplishing on an accustomed basis. With beneath visits, supervisors’ acknowledgment isn’t as accurate or helpful.
Seventh, agents accepting acknowledgment on 10-15 areas of the explanation can be cutting – abnormally if the acknowledgment is critical. A absolute assumption of able-bodied apprenticeship is to focus on one or two credibility at a time, and this applies to classroom apprenticeship as well. Administrators should focus on one or two advantage credibility and how to present them to the abecedary best effectively. Flooding the abecedary with 10-15 ratings and pieces of acknowledgment is counterproductive.
Finally, rubrics like Danielson’s are not advised for visit-by-visit acknowledgment and evaluation, and there’s no analysis that application them in this address is effective. A acceptable explanation provides a absolute description of a teacher’s all-embracing achievement – a way of accretion up advice from classroom visits, aggregation and adroitness meetings, students, parents – and the teacher’s own self-assessment – in a abundant end-of-year evaluation. Application the explanation to account anniversary assignment – with all the paperwork that entails – agency that that administrators won’t be in classrooms generally abundant to see circadian reality, evaluations will be beneath accurate and fair, and the action won’t advance abundant of anything.